stress… -> repeating-> note-taking- some go to the board to check their understanding - Copy the words in the book Do Task 1: - Work in pairs - Sts’ answers may vary - Work in pairs - us[r]
(1)REVISION The 1st & 2nd period I Objectives: Educational aim: Students know about English book in grade 11 Knowledge: Student know: - How to learn English in grade 11 - How to English tests - How to use student’s book and workbook Skills pracstised : - Reading - Speaking - Listening - Writing - Doing English tests II Teaching aids: Student’s book, student’s workbook, dictionary, some test papers, tape, cassette player, etc III Procedure: Teacher’s activities Students’ activities Warm-up :(7 minutes) - Introduce to students about the teacher - Listen to the teacher - Ask students about their names and English - Answer the teacher’s questions knowledge etc Guiding: (35 minutes) Guiding student’s book and workbook: - Put the student’s book and workbook on the table * Introduce to students how to use their book - listen to the teacher and look through the books and workbook * Introduce to students how to learn reading, speaking, listening, writing, language focus in their books and how to the exercises in their books - Listen to the teacher Guiding English tests in grade 12: * Introduce to students about oral tests, 15 minute tests, 45 minute tests, etc and how to them * The tests in grade 12 include: Reading : 25% Listening: 25% Writing: 25% Language focus: 25% Guiding other books and tape, disc, etc - Listen to the teacher and write down the things which will be prepared at home Homework: minutes - Ask students to prepare textbook, notebooks and the things for learning andprepare lesson reading - Unit Lop11.com (2) FRIENDSHIP UNIT Total : periods I FOCUS ON: A Skills: Reading: - Vocabulary comprehension matching - Passage comprehension - Arranging the sequence of an event Speaking : - Talking about the application process to tertiary institutions in Vietnam Listening : - Deciding on True or False statements - Listening and taking notes Writing : - Writing about a friend B Knowledge : - Pronunciation: / dz/ , /t∫/ - Grammar: Infinitive with to and without to II Methods: - Integrated, mainly communicative III Teaching aids: text book, poster, realias IV Procedure: Period: 3rd Lesson A Reading Aim: - Develop such reading micro-skills as scanning for specific ideas, skimming for general information, and guessing meaning in context - Reading for gist and for specific information Stages Content and teacher’s activities Warmer 5’ Play a game : Guessing word -T uses a poster with pictures and realias 1.What is this? ( T draws a face) What is this? ( T draws a river) What is this? ( T draws an ink-pot) What is this? ( realia: an eraser) What is this? ( realia: a notebook) What is this? ( T draws a dog) 7.What is the number between and 7? What is this? ( T draws a horse) What is this? ( T draws an ice-cream) 10 What is this? ( realia: a pen) - T asks ss to take the first letter of each word to form a new word: FRIENDSHIP -T leads to the topic they are going to read in the text Prereading 10’ I Before you read *T asks the whole class to look at the picture on page 12 and asks them some qs: - What are the girls and boys doing in the picture? - How they feel? - What does the picture tell you? Suggested answer - One boy is playing the guitar, and the other girls and boys are singing - They are very happy b/c I can see their smile - Friendship is a nice thing that brings happiness to us T asks sts to work in pairs to read the short poem on page 13 and answer the question: What you think of the friend in the poem? T can give some comments by asking Y-N questions Lop11.com Students’activitie s Ss work in pairs Answer: Face River Ink- pot Eraser Notebook Dog Six Horse Ice- cream 10 Pen → FRIENDSHIP * pair work - answer the t’s questions *pair work (3) 1- Is the friend in the poem very dedicated and thoughtful? 2- Is he/ she willing to help his/ her friend in any circumstances? * Pre- teach vocabulary - lasting(adj) = lifelong( synonym) - to be concerned with: quan tâm tới ai, cái gì(translation) - constant (adj) : happening all the time or repeatedly, that does not change( explanation) - constancy(n) : không thay đổi - rumour(n) piece of information that people talk about, but that may not be true.(tin đồn) - gossip(n) chuyện ngồi lê đôi mách - sorow(n) a feeling of great sadness b/c sth very bad has happened - pursuit(n) sth that you give your time and energy to to, that you as a hobby theo đuổi * Check vocab: Rub out and remember Whilereading 20’ II Comprehension Task 1: -T asks ss to read the passage and task Fil lin each blank with one of the words in the box - T checks that sts understand the words correctly T can check Sts’understanding by asking them to provide the Vietnamese equivalents to the words - T gives the correct answers mutual incapable of unselfish accquaitance/ friend give- and – take loyal to suspicious Task 2: : -T asks sts to reread the passage and the task individually and then compare with a partner T calls on some sts to give their answers -T gives feedback and correct the answer Answer: B Yes, he is Yes, he is -sts guess the English word - listen to the T’s feedback and repeat the word in chorus and individual - (T writes the word on the b.b)Sts write the word into the notebooks Task Sts work individually and in pairs mutual incapable of unselfish accquaitance/ friend give- and – take loyal to suspicious Task 2.Sts work individually and in pairs Answer: B Task Sts work in pairs .Sts’ answer may vary Task - T asks sts to work in pairs, answer the qs in the textbook - T calls on some sts to write the answers on the b.b and asks them to explain their choices -T walks around the class and offers ideas and comments when sts need help - T conducts the correction Suggested answers: It is unselfishness.It tells us that a person who is concerned only with his/ her own interest and feelings can not be a true friend B/c they take up an interest with enthusiasm, but they are soon tired of it, and they feel the attraction of some new object It is loyalty It tells us that the two friends must be loyal to each other so well that there can be no suspicions betwwen them B/c if not people can not feel safe when telling the others their Lop11.com (4) postreading 8’ Homework (2’) secrets B/c they can not keep a secret, either of their own or of others’ It is sympathy It tells us that to be a true friend one must sympathise with his/ her friend.Where there is no mutual sympathy between friends, there is no true friendship Work in groups Report the ideas to the class III After you read: -Asks ss to work in groups of 4, discuss the question in the book -T goes around to help sts when necessary _ T asks some sts to report their ideas to the class T aks sts to write a short passage about friendship( 50 words) Period 4th Lesson B - Speaking Aim: - describe the physical characteristics and personalities of their friends, using appropriate adjectives Stages Warmer 5’ TEACHER’ S ACTIVITIES -T divides the class into small groups of 4.Then T distributes the following puzzle handout Which group finishes first and has the correct answers will be the winner - The adjs in the box below are hidden in the puzzle Find them as quickly as possible then underline them tall medium handsome nice honest generous modest wavy short sincere G B N I C E J S I X E H O N H M E I H K N D L F A O M N O P E I L O N D E C N Q R S E N D E D E E R O T Y X S S I R S O U W B Z O T U E T C S A A Z M V M F I K G V L F E O D E S T F Y S H O R T A L L Answer: G B N I C E J S I X E H O N H M E I H K N D L F A O M N O P E I L O N D E C N Q R S E N D E D E E R O T Y X S S I R S O U W B Z O T U E T C S A A Z M V M F I K G V L F E O D E S T F Y S H O R T A L L What are these adjs used for? Suggested answer:They are used to describe a person’s physical characteristics and personalities Lop11.com Ss’ ACTIVITIES -Sts work in groups of Find the adjs in the puzzle -Answer the T’s question They are used to describe people -sts guess the English word (5) Prespeaking 10’ Whilespeaking 20’ *Pre-teach vocab: - forehead: ( T points at his/her forehead): trán -Crooked(adj): khoằm(mũi) - good- natured(adj): = kind: tử tế, tốt bụng * Check vocab: rub out and remember *Useful language:T may ask sts to provide some adjs /expressions used to describe people’s apprearance.T may prepare a poster of these adjs and expressions - face: oval, large, round, square, chubby, long, with high cheekbones - build: slim, plum, overweight, obese, thin, muscular, stocky, well- built, of medium/ average/ normal build - hair: + length: long, short, shoulder-length + style: straight, wavy, curly, crew-cut + colour: black, grey, brown… Others: a fringe, a bun, plait(s), bald… - - Nose: straight, crooked, turned- up, big, small, flat… - chin: pointed chin, double chin, no chin - lips: thin, full, narrow, heart- shaped - skin: white, pale, suntanned, black, coffee- coloured, asmooth complexion, dark complexion, clear skin, greasy skin… Task 1: -Asks sts to work in pairs to describe the people in the picture - T models with a good student T: Can you describe the man in the picture? S: The man is tall He has a square face, a straight nose and short dark hair - Calls some pairs to present their answers - T gives feedback Suggested answers: The boy is about 16 years old He is short- sighted because he is wearing a pair of glasses He has short black hair, a round face with a broad forehead, a small nose, thin lips and a small chin He is quite good- looking The girl is about 14 years old She has shoulder- length black hair, and she is wearing a ribbon She has an oval face with a straight nose, full lips and a pointed chin She is pretty The man is in his latr forties.He is tall and well- built He has short brown hair and a square face with a broad forehead, small eyes, a crooked nose and thin lips He is quite good- looking The woman is in her twenties She is quite slim She has long curly brown hair and an oval face with a broad forehead, big eyes, a straight nose, heart- shaped lips and a small chin She is very beautiful Task 2: -T divides the class into groups of T asks them to look at the adjs provided in the textbook, and asks them to tell the meaning -T can elicit or explain some adjs quickly -T asks sts to discuss in groups -T goes round to offer help when sts discuss -T calls on some sts to report the results to the whole class Suggested answer: Lop11.com - listen to the T’s feedback and repeat the word in chorus and individual - After T writes the word on the b.b,Sts write the word into the notebooks _ answer T’s question - build: slim, overweight, thin, of medium/ average/ normal build - hair: + length: long, short, shoulder-length + style: straight, wavy, curly, + colour: black, grey, brown… - Nose: straight, crooked, big, small, … Task 1: Ss work in pairs Sts describe the people in the picture Task 2: Sts work in groups of - Sts tell the meaning of the adjs in Vietnamese - Sts discuss in groups - Any member of (6) postspeaking 8’ Homework 2’ Period: 5th We think that being caring is the most important in friendship b/c when friends care about each other, they know when to share happiness or difficulty with their friend… - T elicits feedback from the class and gives final comments Task 3: Imagine that you have a friend who has won the first prize in Mathematics A jounalist is going to interview you about your friend Act out the interview in pairs T asks sts to look at the suggestions on page 17 -Suggested answer: A: What does he/ she look like? B: He/she is tall and thin… A: How much time does he/she spend on Maths every day? B: About hours A: What makes him/her successful? B: He/ she is very intelligent and studious -T calls on some pairs to present their answers to the whole class -T goes around to offer help the groups report the results to the class Task 3: -sts work in pairs.Sts’ answer may vary - present their answers in front of the class T aks sts to write a short passage about their closest friend’s appearance and personalities( 70 words) Lesson C- Listening Aim: such listening micro-skills as intensive listening for specific information and taking notes while listening Stages Warmer 5’ Teacher’s activities Divide the class into two groups T asks sts to write adjs used to talk about personalities The winner is the one that writes more words than the other -Suggested answer: good- natured, friendly, quick- witted, hospitable, patient, honest, generous, helpful, modest, studious… Pre-listening 10’ Before you listen Work in pairs Ask and answer the following qs: Who is your best friend? How did you happen to meet her/ him? How long have you known each other? What qualities you admire in your best friend? - T asks sts to give their answers and comments on the answers - T gets sts to guess what they are going to listen *Pre-teaching vocab: apartment building: (n) toà nhà có nhiều hộ sense of humour: (n) khiếu hài hước give sb a ring: (v) phone sb go through a rough time: (v.p) trải qua thời kì khó khăn While-T reads the words given in the textbook listening 20’ -Gets them to practise pronouncing the words Lop11.com Ss’ activities Sts work in groups.Sts’ answer may vary Sts work in pairs.Sts’ answer may vary -sts guess the English word - listen to the T’s feedback and repeat the word in chorus and individual - After T writes the word on the b.b,Sts write the word into the (7) post-reading 8’ Homework 2’ Task1: - Asks sts to listen to the recording and answer the question: How many people are talking in the recording? - Lets sts listen to the tape once, then walk around to see if they can the task Feedback: people: Lan and Long Task - Asks sts to task in the textbook.Listen and decide whether the statements are True or False - T plays the tape twice, checks, plays the tape once more then corrects Feedback: Lan’s talk: 1.F, F, 3T, 4F, 5T, 6F Long’s talk: 1F, 2F, 3T, 4T, 5T Task3 Listen again and fill in the missing words Lan’s talk: Ha’s family moved to Hai Phong in … I gave Ha a ring and she was so … , she said, “ I’ll come to visit you.” Long’s talk: We met in … Minh has a great … … … We like to go to plays and … together Feedback: 1985 friendly college sense of humour movies - Asks sts to work in groups of -Has sts talk about how Ha has been Lan’s best friend and how Minh has been Long’s best friend - T goes around to offer help and collects sts’mistakes - Gets any member of the groups to present the story in front of the class - T elicits feedback from the class and gives final comments notebooks -Sts repeat the words Task 1: - Follow the T’s requirement, listen to the tape and the task individually - Sts’ answer may vary Task 2: -Sts work in pairs _ Listen to the recording and write T or F Task3 -Sts work individually and then compare their answers with their friends -Sts’ answer may vary Class organization: Sts sit in groups of Talk about how Ha has been Lan’s best friend and how Minh has been Long’s best friend -Asks sts to write a short paragraph about their best friend -Prepare next lesson Period: 6th Lesson D: Writing Objectives: By the end of the lesson, ss will be able to write about a friend, real of imaginary, using the words and expressions that they have learnt in previous lessons Lop11.com (8) Stages Warmer 5’ Prewriting 10’ Whilewriting 20’ postwriting 8’ Homework 2’ Teacher’s activities Guessing game - T introduces the game: one st goes to the board and T give him/ her a piece of paper with the name of a st in the class.Other sts have to ask Yes/ No qs to find out who the st is Sts should ask about appearance, personalities, or clothes… - Sts have minutes to play the game - Sts may ask qs such as: + Is the person a girl? + Is she tall? + Is she short-sighted? + Is she friendly? Read the instructions carefully and answer my question: What can you write about your friend? How many parts are there in your writing? Suggested answer: parts: + general information about a friend + his/her phiysical characteristics and personalities + what sts like about their friend -T asks sts to revise the adjs and expressions used to describe a friend’s apprearance and personalites -T gets sts to write about their friend in 15 minutes - T goes around to observe and offer help Suggested answer: My best friend is Thuy She is 17 years old She lives in Nha Trang with her parents.We have known each other since 2005 when we went on holidays She is very ptetty She has long black hair,dark eyes, a straight nose and a small pointed chin.She is quite slim.She is very friendly and out-going She always helps other people when they need help.She has a wondertful sense of humour I can always count on her to be honest and to give me my best advice What I like about Thuy is that she has the same hobbies with me We both enjoy music, reading and going camping.I hope that our friendship will continue and be just as strong after we graduate from high school We would like to study at the same university - T asks sts to exchange their writing with another st for peer correction - T goes around and collects mistakes - T collects some writing for quick feedback - T write sts’ typical mistakes on the b.b and elicits self and peer correction T provides correction only when sts are not able to correct the mistakes - Finally, T provides general comments on the writing T asks sts to rewrite their friends’ writing into their notebooks Ss’ activities - Sts work in groups Sts work in pairs Sts’ answer may vary -Revise the adjs and expressions used to describe a friend’s apprearance and personalites Individual work Write about their friend -self and peer correction - Prepare new lesson Lop11.com (9) Period 7th Lesson E: Language focus Objectives: Ss distinguish the sounds /dz/ and /ts/ Pronounce the words and sentences containing these sounds correctly Use some structures containing infinitives with and without to appropriately Stages Warmer 5’ Teacher’s activities Which underlined part is pronounced differently from the others? 1.A dangerous B passenger C joke D chese A mutual B jam C church D which What sounds are you studying? →Today we learn /dz/ and /ts/ Presentation I PRONUNCIATION 10’ * Pronouncing the sounds seperately -T models the sounds /dz/ and /ts/ for a few times and explains the differences in producing them - T redas once for sts to hear the words containing these sounds Then T reads again and this time asks sts to repeat after the T Practice 20’ * Pronouncing words containing the sounds -T reads the words in each column all at once - T reads the words once again, each time with a word in each column to help sts distnguish the differences between the sounds in the words - T reads the words and asks sts to repeat them - T asks sts to practise pronouncing the words in pairs - T goes around to provide help - T asks some sts to pronounce the words and give correction if necessary * Practising sentences containing the target sounds - T reads the sentences and asks sts to underline the words with the sounds and write /dz/ and /ts/ under them - T asks sts to practise the sentences in pairs - T goes around to provide help - T asks some sts to read the sentences and give feedback II GRAMMAR Exercise 1:To – infinitive Ss’ activities *answer: D B → /dz/ and /ts/ - listen to the teacher’s explanation - Repeat after the T -read individually -work in pairs , practise reading the words - Repeat after the T -read individually -work in pairs , practise reading the words - Listen to the T - underline the words with the sounds and write /dz/ and /ts/ under them -work in pairs , practise reading the sentences Whole class, individual work and pair work a Presentation - Ex: I have homework to Do you have anything to eat? -T asks sts to comment on the use of To Infinitives in these examples Suggested answer: -The infinitive can be placed after Ns/ Pros to show how they can be used or what is to be done with them I have homework to do= I have homework that I Lop11.com 10 (10) Product 8’ Homework 2’ must -Similarly with to-inf + prep Someone to talk to, a tool to open it … _ T continues writing some other sentences on the b.b I’m sorry to trouble you It is not easy to please that man The pie is too hot to eat -T asks sts to comment on the use of To Infinitives in these examples Adjs+ To Infinitives - T asks sts to give some examples b Practice - T asks sts to Exe individually then compare their answers with another st - T calls on some sts to read out their answers - T gives correction Who wants sth to eat? I have some letters to write I am/ was delighted to hest the news My mother has some shopping to You always have too much to talk about It’s lovely to meet you again It’s /was too cold to go out I’m happy to know that you have passed the exams Exercise 2:Infinitive without to( bare inf) a Presentation -T calls on some sts to give out some verbs that are followed by bare inf -T may make clear that: + We can use a noun or pronoun object + bare inf after Verbs:feel, hear, watch, see, notice, observe, perceive, smell….The bare inf generally refers to the complete action + Let sb sth, make sb sth b Practice - T asks sts to Exe in pairs - T asks them to compare their answers with another pair - T calls on some sts to go to the b.b to write their answers - T gives correction The police watched them get out of the car They let him write…… I heard them talk in … The customs officer made him open … The boy saw the cat jump … Do you think th ecompany will make him pay…? I felt the animal move … Do you think her parents will let her go on a picnic -do Exe -give out some verbs that are followed by bare inf - Do pra in pairs.Rewrite the sentences using the words given - Listen to the T’s correction Write sentences with To Infinitive and Bare Infinitive T asks sts to write sentences with To Lop11.com 11 (11) Infinitive and bare infinitive Do more exe about To Infinitive and Bare Infinitive in the workbook Prepare Reading Unit PERSONAL EXPERIENCE UNIT 2: Total : periods I FOCUS ON: A Skills: Reading: - Guessing meaning in context - Understanding the sequence of events in the story - Passage comprehension Speaking : - Talking about past experiences and how they affected one’s life Listening : - Deciding on True or False statements - Gap- filling Writing : - Writing a personal letter to describe a past experience B Knowledge : - Pronunciation: / m/ , /n/, /ŋ/ - Grammar: - Present simple indicating the past time - Tense revision: past simple, past continuous, past perfect II Methods: - Integrated, mainly communicative III Teaching aids: text book, poster, realia, cassette, disk IV Procedure: Period: 8th LessonA: Reading Aims: Develop Sts’ reading for gift (main ideas) in relation with the topic of “Personal experience” Stages Teacher’s activities warmer - Ask Sts questions: mins Have you ever been in a/an fearful/worrying/ embarrassing situation? What did you then/at that time? - Get Sts to look at the pictures in the book & guess what is happening in each of them - Tend Sts to the new: Our reading today is about the embarrassing experience of a girl on the bus Students’activities - listen & answer Yes/(No) Sts can answer in many different ways - Work in pairs, ask & answer with T’s help Prereading mins -sts guess the English word - listen to the T’s feedback and repeat the word in chorus and individual - (T writes the word on the b.b)-Sts write the word into their notebooks) -Pre-teach Vocab: + Embarrassing(adj): Example: In an embarrassing situation, she can’t answer the questions exactly + Floppy(adj): # hard (Antonym or example & realia) Example: This is a floppy disk + Idol(n): Example: Do you often watch The “ Vietnam Idol” programme on TV? + Glance at(v): (mime): Do the action of glance & ask: What am I doing? + Sneaky(adj): = secretive(synonym) + A wad of(exp/adj): a large amount: nắm tiền, số lượng tiền lớn + Make a fuss about sth(exp): Explanation: làm ầm ĩ lên, làm rối rít lên /(definition): become angry or excited about Lop11.com - Some go to the board to check their 12 (12) Whilereading 25 mins sth & complain + Imagine(v): Example: Can you imagine what it would be like to live without electricity? - Correct Sts’ wrong pronunciation - Check Sts' understanding: rub out and remember - Recheck - Give Sts some statements & ask Sts to guess which of them are related to the content of the text?(by answering Yes/No) a floppy cotton hat a happy experience a grade student The boy glanced at me & turned away There was an exciting look on his face The girl decided just to take the money back from the schoolboy’s bag The girl didn’t buy the pretty hat of her dreams The girl didn’t bring the money with her when going out - Get Sts to read the text & check later understanding - Task 1: gap-fill(Hang on a chart) + Ask Sts to tell the meaning of the words in the box + get Sts pick out the words from the box to fill in the blanks + recheck + Hide some words in the sentences & get Sts to fill in - Task 2: + Get Sts to read the text again & arrange the events in the pictures in page 22 in order + Check with the class - Task 3: Get Sts to answer the questions in the book What did the girl wish to have when she was in grade 9? Why did her father give her some money on her birthday? - Work in groups of or - Answer: glanced makes a fuss embarrassing idols sneaky - Work in pairs & answer: 1-d, 2-b, 3-f, 4-e, 5-a, 6-c What did she see in the boy’s bag? Why did she decide to take the money from the boy’s bag without saying anything about it? What did she with the money? Postreading mins Home work mins - Get Sts to work in groups to discuss the topic: “What you think the girl had to after she discovered that the money she had taken from the boy’s bag was not hers?” - Give Sts some hints: get on the same bus the next day & look for the boy to return the money to him/ nothing/keep it a secret/tell her father & ask for advice… - Go around & give Sts help - Give comments - Get Sts to learn the previous & prepare the next lesson at home Lop11.com - Don’t look at the book Guess & answer with yes/no Yes No Yes Yes No Yes No Yes - Work in pairs She wished to have a red hat To buy the hat for herself./So that she could buy the hat for herself A wad of dollar notes exactly like the ones her father had given her before Because she didn’t like to make a fuss She bought the hat with it - work in groups & present the topic they choose - others can ask questions or discuss each other - as the T required 13 (13) Period: 9th Lesson B: Speaking Aims: Develop Sts’ speaking skills & listening skills By the end of the lesson, Sts can talk about their personal experiences and how they affect their life Stages warmer mins Teacher’s activities - Game: Mime & guess - Divide class into two groups: yellow & green - Explain the way to play: The member of group Yellow to mime the action the T gives & the other group guesses what he/she did Each correct answer earns one point The group with more points wins Wait in the rain Cheat the materials stolen money fall down beaten by a dog - After that, How was your feeling at that time? - Tend Sts to the new: Today, we will talk about past experiences & how they affect your life Pre- Task 1: speaking + Pre-teach vocab: mins appreciate(v): (definition): to recognize the good qualities of So/Sth: đánh giá cao attitude(n): + Get Sts to match things they might have done or experienced in box A and how the experience might have affected them in box B + Get them to write the answers on the board & recheck + Get Sts to practice speaking - Eliciting & introducing useful structures: Ask Sts: + What you say to ask about someone’s experience that might have affected them? While- - Task 3: speaking + Get Sts to use the structures in Task & the ideas in Task to make similar dialogues 25 ` Have you ever…? How did it happen? When did it happen? How did the experience affect you? - Go around & help Sts with new words - Give comments - Correct Sts’ wrong pronunciation, stress & intonation Post- Gives some cues or some instruction to let Ss talk about speaking their most unforgettable experience mins Home- Get Sts to prepare for Listening lesson work mins Students’ activities - Work in groups: Yellow & Green - The representative of each group goes to the board & mimes The other guesses what he/she did - Listen & answer: embarrassing/worrying/unf orgettable/sad/ashamed… - Work in pairs & answer: 1-d, 2-c, 3-a, 4-b, 5-e - Answer: Have you ever…? When did it happen ? What were you thinking & feeling when it happened? How did the experience affect you? - Work in groups of to make the similar dialogues based on the structures & information in Task & Task - Work in pairs & act out the dialogues in front of class - work in group of to the task given - Do as the T required Period: 10th Lesson C: Listening Objectives: By the end of the lesson, Sts will be able to listen to specific information & understand the passage Stages Warmer mins Teacher’s activities - Give Sts a game: guessing things: What is it? - Divide class into two groups Lop11.com Students’ activities - Work in groups: dog & cat 14 (14) Prelistening 10 mins Whilelistening 20 mins Postlistening mins - Explain the way to do: The group giving the correct answer first wins - Read some facts about the thing one by one: It destroys buildings, houses & forests It can kill people & animals It gives out a lot of smoke You need water to put it out - Recheck & congratulate the winning group - Tend Sts to the new by asking some more questions: Have you ever seen a fire? Does it affect the life of human beings& animals? - The listening lesson today is about the fire happening to Christian’s family 13 years ago - Pre-teach Vocab: + memorable(adj): (synonym) What is the synonym of “unforgettable”? + Scream (v): (action) Do the action of “Scream” & ask Sts: What am I doing? + Gas stove(n): (picture) + Appreciate(v): (definition): to recognize the good qualities of SO/Sth: đánh giá cao + embrace(v): mime + Protect(v): situation: People grow plants in the greenhouse to ……… them form the weather - Check Sts' understanding: slap the board - Recheck - Task 1: + Get Sts to guess T/F statements fore listening to the tape + Get Sts to listen to an interview about the most unforgettable experience in Christian’s life & tick T/F in the column after each sentence - Go over the answers with the class - Task 2: gap-fill + Get Sts to read through the passage & guess the word in each gap + Get Sts to listen to the tape again & fill in the gap + Check again & explain some more points + Get Sts to listen to the tape again & answer the questions to check whether they understand the listening lesson or not What’s Christian’s job? When did her most unforgettable experience happen? What was she doing then? Did the fire take many things from her? What did she realize after the fire? + Check with the class - Divide class into four groups to discuss the title given in the book about Christian’s saying: “Family is more important than things.” - Go around & help Sts with new words - Ask representatives of groups to report - Suggested ideas: (deliver handouts) Family is more important than things because it can’t be replaced It gives you mutual love, support & sincere understanding It brings the individual place Lop11.com - Listen to the T & try to find out the answers as quickly as they can - Answer: A fire - Continue to answer the questions Yes/No Yes - Practice some skills: listening, speaking, reading & writing - guess the answers before listening - Listen(once or twice) to the tape & put a tick Answer: 1-T, 2-F, 3-F, 4-F, 5-T - Work in pairs to check the answers & write them on the board - Listen & try to fill in the gap - Work in pairs: Answer: small, everything, family, replaced, took, appreciate - Work in pairs: Answer: She is a businesswoman It happened thirteen years ago It started in the kitchen Yes, it did She realized that family was more important than things - Work in groups & discuss about her saying by saying “agree” or “disagree” with her & point out the reason why - Report before class 15 (15) & happiness - Others can put questions Nothing of more precious than the sweet moment when every member of the family finds themselves among their dear ones, taking a good meal & getting through a peaceful night… Home - Ask Sts to retell the story & write it in the - as the T required homework book at home work mins - Get Sts to prepare for Writing lesson Period: 11th Lesson D: Writing Objectives: After learning, Sts will be able to write a person letter & tell their memorable past experiences Stages Teacher’s activities Warmer - Ask Sts: How many letters are there in the alphabet? mins - Give Sts a game: numbers & letters( explain the ways to do: 1=A, 2= B, = C….26 = Z + numbers: 16 18 19 15 14 12 – 12 20 20 18 Answer key: 1=A, 2=B, 3=C, 4=D, 5=E, 6= F, 7=G, 8=H, 9=I, 10=J, 11=K, 12=L, 13=M, 14=N, 15=O, 16=P, 17=Q, 18=R, 19=S, 20=T, 21=U, 22=V, 23=W, 24=X, 25=Y, 26=Z Prewriting ms Whilewriting 20 mins Post- Students’ activities - Ask Sts: How many letters are there in the alphabet? - Give Sts a game: numbers & letters( explain the ways to do: 1=A, 2= B, = C.26 = Z - Ask Sts some questions: - Work in groups: the group giving the Have you ever written a personal letter to your friends? correct answer first Are there many types of personal letters? wins Do you share your personal experience(s) with your friends? - Tend Sts to the new: How to write a personal letter telling - Try as quickly as about a past experience? We will learn the new to get the rules they can & answer: Personal letter - Answer the question: Yes/No Yes, there are Yes/No - Elicit the steps of a personal letter from Sts - Find out the steps of a personal letter: - Get Sts to talk about their past experience or the most embarrassing moment of theirs based on the main points: Greeting When it happened: two years ago/ when I was in grade Date(when it 9/10…/when I was 10/14… happened) Where it happened: in my house/at school/in the street… The story(the How the experience affected you: it changed my outlook on experience) life/it made me more careful about…/it made me Closing appreciate…more/I felt ashamed at a mere thought of it/it gave me Signature more confidence in /it taught me a lesson… - Work in pairs to talk about their most - Call Sts to tell their stories embarrassing - Give Sts comments experience - Some tell their stories before class - Get Sts to write a letter to a friend of theirs about one of their - Work in groups of most memorable experience & write - Go around & help Sts with new words - Hand in the letter finished first - Choose the letters Sts finish first to give marks - Call some Sts to write their letters on the board - One or two ones to write their letters on the board - Get Sts to correct the letters written on the board Lop11.com - The rest of the class 16 (16) writing 10 ms Homework ms - Give Sts some comments - rewrite the personal letter telling about one of their most memorable experience in the homework book - Learn the old & prepare “Language focus” to point out their ideas & correct the letters - Do as T’s requirements Period: 12th Lesson E: Language focus Aims: Help Sts to practice pronouncing three sounds/m/, /n/ & /ŋ/ & review some tenses By the end of the lesson, Sts can distinguish three sounds correctly & consolidate some main tenses Stages Warmer mins Whileteaching 25 ms Teacher’s activities Game: Give Sts a table consisting of many words: words Pen, swim, sing, sinking, /m/ form, time, run, King, words nine, /n/ words /ŋ/ word - Check & Congratulate the winning group - Ask Sts to point out the sound in /?/ - Tend Sts to the new: A Pronunciation: - Introduce three sounds:/m/, /n/, /ŋ/ - Get Sts to listen & repeat: - Correct Sts’ wrong pronunciation - Get Sts to read aloud the sentences in the book - Find out the words in the sentences containing the sounds:/m/, /n/, & /ŋ/: - Correct - Get Sts to close the book, read the words & ask Sts to say 1, 2, or 3? Eg: man - Get Sts to practice more B Grammar: Verb form review - Get Sts to match the Broken Sentences: (hang on the chart with broken sentences) A B C It was Had already I got there left They To the In the park were cinema last walking Saturday By the Raining When I time I got when arrived at the station The The dog The firm train had been shown for 40 minutes Lop11.com Students’ activities - Find out the words containing the sounds as T required - Work in groups of & try to find out The one giving the correct answer first wins words/m/: swim, form, time words/n/: run, pen, nine words/ŋ/: sinking, King word in/?/: sing - Practice pronouncing - Try to do: 1./m/ /n/ /ŋ/ - small Central, Morning, Apartme London, King… nt, … Summer … - listen & answer: Eg: or - Work in groups A & B - The group giving the correct answer first wins - Answer: It was raining when I got there They were walking the dog in the park The train had already left when I arrived at the station By the time I got to the cinema last Saturday, the film had been shown for 40 minutes - try to remember & answer: + Simple past: talk about the actions & situations in the past + Present tense: tell a story happening in the 17 (17) past to make the events more dramatic & lively + Past continuous: talk about something which was in progress at a past time The action or situation had started but it had not finished at that time + Past perfect: talk about sth which had happened before the past time we are thinking about - - read the story & use the correct verbs in brackets in the story - Check with the class - Answer: invites, sets, gets, waves, promises, carries, contains, has baked, is, 10 is shining, 11 are singing, 12 is - Work in groups of & put the verbs into the past simple or past continuous Exercise 2: Sentence Completion Answer: broke/was playing, wrote/was, - Get Sts to complete the sentences was working/broke, started/were - Call Sts to write the answer on the board walking, told/were having, didn’t listen/was thinking - Check with the clas phoned/didn’t answer/were you doing, Exercise 3: Verb form in past simple or didn’t wear/didn’t notice/was driving past perfect - Work in pairs - Get Sts to put the verbs into correct - Answer: had eaten/arrived found/had found tenses: past simple & past perfect - Call Sts to write the answer on the board got/had closed - Check with the class got/had left got/had phoned paid/had phoned went/said/hadn’t arrived had looked/asked/cost Post- Get Sts to make two sentences for each - Work in groups of teaching tense - write their sentences on the board 10` - Help Sts with new words - Check with the class - Give comments Home- Get Sts to redo the exercises again in the - Do as T’s requirements Work(2`) book & prepare the next - Get Sts to put together sentences with have been broken into three parts(A, B, C) - Correct - Elicit the tenses used in the sentences above from Sts - Practice: Exercise 1: Tense using - Get Sts to work in pairs A PARTY UNIT Total : periods I FOCUS ON: A Skills: Reading: - Scanning for specific information - Identifying and correcting false information Speaking : - Talking about parties and how to plan parties Listening : - Deciding on True or False statements - Comprehension questions Writing : - Writing an informal letter B Knowledge : - Pronunciation: / l/ , /r/, /h/ - Grammar: - Infinitive and gerund - Passive infinitive and gerund II Methods: - Integrated, mainly communicative III Teaching aids: text book, poster, realia, cassette, disk IV Procedure: Lop11.com 18 (18) Period:13th Lesson A: Reading Objectives: - The most important day of a person or mark the milestones of happy lasting relationship between married couple Stages Warmup (7 mins) Teacher’s activities - Game: broken words: Fo …od Prereading mins Whilereading 25 mins Pre… ….ers ….sent Dri… ….nks Flow… - Then ask sts to match the broken parts to make meaningful words - Ask: What you think of when mentioning these words? - Lead to the new lesson I Pre-teaching vocab: - anniversary (n) (explanation): - wedding, silver, golden, diamond: date of an event in a period year - blow out (v) -Picture or mine What is the little girl doing? + celebrate (v) = organize + joke (v) = say sth fund + mark (v) - mine + milestone (n) translation * Read these words aloud and ask sts to repeat - Check technique: Rub out and remember * Ask sts to close the book and ticks a poster on the board ( Task on page 34) - Ask sts to work groups of - Ask to present their ideas II Comprehension - Ask sts to open their books and read the text and then the following activities * Activity 1: Task 1, p 34 - Ask sts to work individually and check the pre-reading stage -Call some sts to present their answer - Give Sts feedback: suggested answers: Activities Birthday Wedding party anniversary party People sing a song √ people eat cake √ √ People receive √ √ cards & gifts from friends & relatives People joke about √ their age People remember √ their wedding day People go out to √ √ dinner People blow out √ candles, one for each Lop11.com Students’ activities -Pair work -Go to the board and write the answer - suggested answers: food, drinks, presents, flowers -> A party - realize the words (meaning, pronunciation, stress…) -> repeating-> note-taking- some go to the board to check their understanding - Copy the words in the book - Some go to the board to check their understanding -work in groups -work individually and check with a partner - work individually and compare the answers 19 (19) postreading mins 5.Home work 1min Period: 14th year *Activities 2: Task 2, p 34 Ask sts to read the text again - Ask sts to identify the mistakes in sentences and correct them - Have sts work individually at first and then work in pairs - Call some sts to present their answers - Give Sts feedback: suggested answers: Eighth ->Seventh, makes -> eats Food-> presents, anniversaries-> age, months-> years, 5th -> 50th , silver-> golden * Discussion Ask sts to work in groups of and discuss the following questions Where you prefer to celebrate your birthday, at home or in the restaurant? Why? What you prepare for your birthday? Have your parents ever celebrate their wedding party / anniversary? What you often do? - Get Sts to learn the new words by heart & prepare next lesson Lesson B: - work individually & check with a partner - Some stand up & tell their answers before class - work in groups - Do as T’s requirements Speaking Objectives: Ss should express the sort of music he or she likes and know of her or his friends’ hobbies of music Stages Warmer (7 mins) Teacher’s activities Game: Network (Teamwork) - Divide class into groups activities clothes Students’ activities - Group works Party - Group-leaders present food & drinks prespeaking decoration - Set a scene :Think of the nouns related to “Party” -Lead in: Which party you know? > I will give you some new words Pre-teaching vocab: + Host (n) - (situation) What you call a person holds a Lop11.com - realize the words (meaning, pronunciation, 20 (20) mins Whilespeaking 25 mins post speaking mins Home Work mins party? + Decoration (n) translation: trang hoàng + decorate (v): + budget(n): ngân sách, ngân quỹ - Have you ever been in a party? When and where? - Get Sts to Task Suggested answers: Whose party was it? Do you take a gift for the host? Who did you go with? Task 2: - Get Sts to tell her/his partner about the party - Get Sts to use the prompts in Task 1to tell about the party - Go around & help Sts with new words - Call some pairs to present in front of class - Check with the class Suggested answers: Yesterday, I was at I went there with We met We took for her We had a lot of cake We chatted ., The party was So we stayed to the end Task 3: - You are going to take part in a competition to organize at the best party Using this cues to talk about your party Amount of money Party? When and where Who to invite What to there What to eat & drink - Get Sts to decide on the cues given in the book - Go around & help Sts with new words - Call some pairs to present in front of class - Check with the class - Get Sts to tell the rest of the class about his/her party & try to convince them to come - Get Sts to prepare the next stress…) -> repeating-> note-taking- some go to the board to check their understanding - Copy the words in the book Do Task 1: - Work in pairs - Sts’ answers may vary - Work in pairs - using the prompts in Task to tell her/his partner about the party - Some pairs present before class - Work in groups of - Tell their decisions in front of class - Others support - Tell the rest of the class about his/her party & try to convince them to come - Prepare the next Period: 15th Lesson C: Listening Objectives: At the end of the lesson, Sts will able to develop their listening skill to pieces of the passage& get some more information about Mai’s birthday party Stages Warmup (7 mins) prelistening mins Teacher’s activities - Using a picture of a birthday party and make the questions Have you ever been to the party? Look at the picture and what can you see? Have ever organized a birthday party like this? - Now, we listen to a tape about Mai’s birthday party Pre-teaching vocab: + gather(v): Example “The sts are gathering in front of the school gate” + decorate (v) translation Lop11.com Students’ activities - Listen & answer 1.Yes Cake, candles, flowers Yes, of course - realize the words (meaning, pronunciation, stress…) -> repeating-> note-taking- some go to the 21 (21)